Introduction
TopLast updated: July 30 2024
Last reviewed: July 30 2024
Early years providers must meet all the statutory requirements of the Early Years Foundation Stage and take all necessary steps to keep children safe and well, including by maintaining records, policies and procedures.
As working documents policies and procedures govern all aspects of the setting’s operations and are vital for consistency and quality assurance across the provision. They are required to be in writing, except for childminders who must be able to explain their policies and procedures to parents, carers, and others and ensure that any assistants follow them; therefore, it may be beneficial to have them in written form.
Policies describe the approach of operating as an organisation and incorporate current legislation and registration requirements. Procedures detail the methods by which the policies are implemented. Some may need adjustment following risk assessment carried out in the setting.
Staff, agency workers, volunteers and students need to fully understand and know how to implement the policies and procedures, which must also be accessible to parents, so that everyone knows what actions they need to take in practice to achieve them.
Each of the policies and procedures that group and school based providers and childminders are required to have in place are provided in this publication, as well as some recommended by the Alliance as good practice.
Adopting, implementing and reviewing policies
Copies of the policies and procedures to be adopted should be made available to all parents and staff; giving everyone the opportunity to discuss and fully understand each policy and procedure.
It should be explained to parents, employees and volunteers that the policies contain the rules required for running the setting in a way which complies with the requirements of the EYFS and Ofsted registration and must be adhered to.
All staff and volunteers should be aware of the content of the policies and procedures, and their role and responsibility in implementing them.
Each policy and procedure should be continually monitored by collecting evidence about the results of their implementation. The evidence should be used to make any necessary changes to the policies and procedures and/or the way they are implemented.
All staff and parents should contribute to the evidence collected and share in decisions about any necessary changes.
Named/designated safeguarding lead persons in each setting have a delegated responsibility to make sure that relevant procedures are known by all members of staff and are adhered to, bringing any cause for concern to the manager’s attention.
If any adaptations are needed to any policy or procedure, it must still meet the requirements of the relevant regulations. Some providers may decide to develop further policies, which are not required by regulations, but which would enable a clear direction for any specific issue pertaining to the setting. For example, some providers may require a policy on sharing premises with another facility. Or in some cases a local authority or a funding body may require a policy or procedure that is not included in this publication.
Risk assessment is vital to implementation of many procedures. The setting manager ensures that risk assessments where helpful, are carried out and updated regularly and will amend or add to the procedures as required. Risk assessment procedures are detailed in procedures 01.1 Risk assessment and 02.1 Fire safety.
Children’s rights and entitlements statement
This statement underpins the policies and procedures–in particular, to 06 Safeguarding Children, Young People and Vulnerable Adults procedures. It is important that all staff uphold and work with the principles and ethos within this statement.
We support the 54 Articles contained within the UN Convention on the Rights of the Child (1989). We recognise that these articles apply to children globally and draw attention to the disparity between and within countries and across regions of the world in the way that children receive and enjoy basic rights. We support organisations and statutory agencies to promote recognition and achievement of children’s rights to ensure a better experience for all children.
The Early Years Alliance’s ‘four key commitments’ are broad statements against which policies and procedures across the organisation will be drawn to provide a consistent and coherent strategy for safeguarding children young people and vulnerable adults in all services provided.
The Alliance is committed to empowering children, young people, and vulnerable adults, promoting their right to be ‘strong, resilient, actively listened to, and heard’.
The Alliance upholds a culture of safety in which children, young people and vulnerable adults are protected from abuse and harm in all areas of its curriculum and service delivery.
The Alliance is committed to preventing harm and responding promptly and appropriately to all incidents or concerns of abuse that may occur. Working with statutory agencies to achieve the best possible outcomes for every child.
The Alliance is dedicated to increasing safeguarding confidence, knowledge and good practice throughout its training and learning programmes for adults, advocating support and representation for those in greatest need.
What it means to promote children’s rights and entitlements:
To be strong means to be
secure in their foremost attachment relationships where they are loved and cared for, by at least one person who is able to offer consistent, positive and unconditional regard and who can be relied on
safe and valued as individuals in their families and in relationships beyond the family, such as day care or school
self-assured and form a positive sense of themselves – including all aspects of their identity and heritage
included equally and belong in early years settings and in community life
confident in abilities and proud of their achievements
progressing optimally in all aspects of their development and learning
to be part of a peer group in which to learn to negotiate, develop social skills and identity as global citizen, respecting the rights of others in a diverse world
to participate and be able to represent themselves in aspects of service delivery that affects them as well as aspects of key decisions that affect their lives.
To be resilient means to
be sure of their self worth and dignity
be able to be assertive and state their needs effectively
be able to overcome difficulties and problems
be positive in their outlook on life
be able to cope with challenge and change
have a sense of justice towards self and others
to develop a sense of responsibility towards self and others
to be able to represent themselves and others in key decision making processes
To be actively listened to and heard means:
adults who are close to children recognise their need and right to express and communicate their thoughts, feelings and ideas
adults who are close to children are able to tune in to their verbal, sign and body language in order to understand and interpret what is being expressed and communicated
adults who are close to children are able to respond appropriately and, when required, act upon their understanding of what children express and communicate
adults respect children’s rights and facilitate children’s participation and representation in imaginative and child centres ways in all aspects of core services.